SECONDARY AND SECONDARY SCHOOL DIRECT@EXETER ROUTES 2017 …socialsciences.exeter.ac.uk/media/universityofexeter/collegeof... · 2.2 developing your skills as a professional learner
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2.6.1 TRAINEE SELF-DISCLOSURE AND DBS RESPONSIBILITIES ........................................... 21 2.6.2 DEALING WITH A CHILD PROTECTION ISSUE DURING SCHOOL BASED WORK .......... 21
2.7 ETHICS FOR SCHOOL-BASED TASKS & ASSIGNMENTS ............................................................ 23
2.8 DATA PROTECTION ................................................................................................................ 25
3. THE EXETER MODEL OF TEACHER EDUCATION .......................................................................................... 26 3.1 PHASES OF DEVELOPMENT ..................................................................................................... 26
5.3 FIRST PLACEMENT SCHOOL .......................................................................................................... 47
5.3.1 BEGINNING PRACTICE ................................................................................................ 47 5.3.2 CONSOLIDATING PRACTICE ....................................................................................... 48
5.4 SECOND PLACEMENT SCHOOL ................................................................................................ 49
5.5.1 EPS TASK: SPECIAL EDUCATIONAL NEEDS ................................................................. 51 5.5.2 EPS TASK: TEACHING PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE ........... 52
5.5.3 PST WORK SCRUTINY EXERCISE .................................................................................. 52
5.5.4 CAREER ENTRY DOCUMENTATION: ALL TRAINEES ..................................................... 53 5.6 SCHOOL-BASED PROFESSIONAL STUDIES PROGRAMME ........................................................ 53
5.7 ASSESSMENT OF PROGRESS DURING SCHOOL-BASED WORK ................................................ 55
5.8 INDIVIDUAL DEVELOPMENT PORTFOLIO ................................................................................ 55
5.12 FORMATIVE REFLECTION ON ACHIEVEMENT AND PROGRESS ............................................... 57
5.13 CAUSE FOR CONCERN ............................................................................................................. 58 5.13.1 TRAINEE SUPPORT PLAN ................................................................................ 58 5.13.2 CAUSE FOR CONCERN LETTER ......................................................................... 58
5.13.3 UNSATISFACTORY STUDENT PROGRESS AND ENGAGEMENT .................................... 59
5.14 FINAL SUMMATIVE REPORT (FSR) ........................................................................................... 59
6. THE PROGRAMME & WORKING AT MASTERS LEVEL .................................................................................... 60 6.1 SPECIALIST SUBJECT KNOWLEDGE AND PEDAGOGY MODULE .................................................. 60
6.2 EDUCATION AND PROFESSIONAL STUDIES (EPS) MODULE .................................................... 60
6.3 PROFESSIONAL LEARNING MODULE ....................................................................................... 61
6.4 WRITTEN ASSIGNMENTS: GENERAL INFORMATION ............................................................... 62
6.5 WORD LENGTH FOR ASSIGNMENTS ....................................................................................... 62
9.5 TEACHER REFERENCE NUMBER .............................................................................................. 77
10. ATTENDANCE, ABSENCE, INTERRUPTION OR WITHDRAWAL FROM THE PROGRAMME ......................... 78 10.1 ATTENDANCE REQUIREMENTS AND MONITORING ................................................................ 78
10.2 LEAVE OF ABSENCE REQUESTS ............................................................................................... 78
10.3 EARLY TEACHING CONTRACTS AND NQT INDUCTION: ........................................................... 79
1.2 2017-18 COURSE DIARY 1. Please note that FRAPs may be submitted as indicated prior to the deadline if the trainee has made progress such that it’s appropriate to move on to the next phase. This is at the discretion of the school. 2. Also see Section 7.1 for Assignment submission dates. Dates for Supervisory Conferences and UVT visits are for guidance only 3. Some local authorities have different holiday dates, if your placement school has a different dates (eg around Easter) your term dates will be different and you should follow the holiday pattern of your school. 4. SD @ Exeter trainees: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
Week Events Meeting with Personal Tutor/UVT
Meeting with Mentor Assessment Deadlines
AUTUMN TERM 2017 11 September – 08 December 2017 Assignments and Directed Tasks for action this term: Subject Knowledge and Pedagogy Assignment, preparation for EPS Assignment, EPS Task Challenging the Gap, FRAP 1.
Scho
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ork
11-22 Sep
PRELIMINARY EXPERIENCE School Direct@Exeter trainees will start at the beginning of the school term at the direction of the school, the school will arrange “preliminary experience” activities for them.
Un
iversity
based
cou
rse
UNIVERSITY BASED COURSE Anticipating Practice
25 Sep - 03 Nov
Specialist Subject Knowledge & Pedagogy. Education & Professional Studies.
During this time you will meet with your tutor and develop Autumn Term Action Plans 1 & 2
Deadline: Prelim feedback Form: to ITEPO 30 Sep Formative Assignment 1 HAND IN to Tutor 27 Oct
25 Sep– 03 Nov
Prepare FRAP1 Deadline: FRAP 1 TO ITEPO Friday 3 Nov
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FIRST PLACEMENT SCHOOL Autumn Experience Beginning Practice:
- 06-10 Nov
Start of Beginning Practice phase
Induction Meeting Take FRAP 1 into school
13-17 Nov
Complete Challenge the Gap EPS Task
Electronic feedback by 13 Nov
UNIVERSITY BASED COURSE
Un
iversity based
cou
rse
20 Nov– 08 Dec
Specialist Subject Knowledge & Pedagogy. Education & Professional Studies. University term ends 08 Dec
11-15 Dec
(School Direct@Exeter trainees will end the school term at the direction of the school)
SPRING TERM 2018 02 January – 29 March* 2018 (*local dates may apply) Assignments and Directed Tasks for completion this term: Submission of Subject Knowledge and Pedagogy Assignment, Data Collection for EPS Assignment, EPS Tasks: SEN and Challenging the Gap (repeat for school 2), FRAP 2 and FRAP 3.
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FIRST PLACEMENT SCHOOL Spring Experience Beginning Practice leading into Consolidating Practice SD@Exeter trainees: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
02–05 Jan
Bank holiday 01 Jan Prepare for Supervisory Conference Prepare FRAP2
Supervisory Conference 1 & SC Action Plan 1. Finalise FRAP2
Summative Assignment 1 HAND IN via eBART Wednesday 03 Jan 2pm Deadline: FRAP2 TO ITEPO Friday 5 Jan (or submit earlier if evidenced before this date)
08–12 Jan
Start of Consolidating Practice phase. Start collecting evidence for FRAP3. Prepare EPS Assignment research design
15-19 Jan
Seminar Day 1 Friday 19 Jan
Bring EPS Research design to Seminar Day 1
22-26 Jan
UVT visit 1 window 2 Jan-23 Feb
Electronic feedback on Assignment 1: 24 Jan
29 Jan- 02 Feb
Prepare for Supervisory Conference
Supervisory Conference 2 & SC Action Plan 2
Formative EPS Assignment EMAIL to Tutor 29 Jan
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05-09 Feb
HALF TERM 12-16 February 2018 (local dates may apply – see section 1.4 below)
12-16 Feb*
Half term Electronic formative EPS feedback by 12 Feb
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learnin
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19-23 Feb
UVT Visit 1 window ends 23 Feb
Deadline: UVT 1 report by Friday 23 Feb to ITEPO
26 Feb- 02 Mar
Seminar Day 2 Friday 2 Mar
05-09 Mar
Supervisory Conference 3 & SC Action Plan 3. Finalise FRAP3
Deadline: FRAP3 to ITEPO Friday 09 Mar (or submit earlier if evidenced before this date)
12-16 Mar
Start of Developing Independence phase
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SECOND PLACEMENT SCHOOL Developing Independence:
19-29* Mar 19-23* Mar (Somer-set only)
Start collecting evidence for FRAP 4. Take FRAP3 into school. Complete Challenge the Gap Framework Task for School 2 Seminar Day 3 Friday 23 March
School 2 Induction
SUMMER TERM 2018 16 April*-29 June 2018 (*local dates may apply) Assignments & Directed Tasks for completion this term: Submit EPS Assignment, EPS Task: EAL, FRAP 4, CEDP.
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SECOND PLACEMENT SCHOOL Developing Independence: SD@Exeter trainees please note: the timing and duration of your first and second placements will be decided by the school and may not correspond to the dates included in this calendar.
09-13 Apr*
Somerset Schools only
16- 20 Apr*
Summer term starts
23-27 Apr*
UVT visit 2 window until 18 May
Supervisory Conference 4 & SC Action Plan 4
Summative Assignment 2 HAND IN via eBART Tuesday 17 Apr
30 Apr- 04 May
08-11 May
Bank holiday 07 May
14-18 May
UVT visit 2 window ends 18 May
Supervisory Conference 5 & Action Plan 5, Finalise FRAP4 and FRAP4 Action Plan
Electronic feedback on assignment 2 by 09 May Deadline: Friday 18 May UVT 2 report to ITEPO Deadline: 18 May CfCL Deadline: 18 May FRAP 4 to ITEPO (or submit earlier if evidenced before this date)
21-25 May
Seminar Day 4 Friday 25 May
HALF TERM 28 May-1 June 2018
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4-8 Jun
Prepare CEDP UVT Emergency visits
11-15 Jun
UVT Emergency visits Finalise FSR Deadline: FSR to ITEPO Friday 15 Jun
18-22 Jun
CEDP meeting Trainees email CEDP to Personal Tutor
25-29 Jun
EE visits 27-28 Jun APAC 29 Jun Seminar Day 5 Friday 29 Jun
CEDP signed University Registration ends 29 Jun 2018
SD@Exeter trainees end the school term in agreement with their school and this should be agreed at the beginning of the year.
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Key to Diary UVT – University Visiting Tutor CfCL – Cause for Concern Letter CEDP: Career Entry Development Paperwork FRAP – Formative Reflection on Achievement and Progress FSR – Final Summative Report APAC – Awarding, Progression and Awarding Committee GSEO – Graduate School of Education Office. ITEPO – ITE Partnership Office The Principal Subject Tutor (PST) meets weekly with the trainee Details of weekly meetings are available on the Quality Assurance Record.
1.3 PGCE SECONDARY PROGRAMME TERM DATES: 2017-18
CORE PGCE PROGRAMME
SCHOOL DIRECT@EXETER PROGRAMME
*Some local authorities have different holiday dates, if your placement school has a different dates (eg
around Easter) your term dates will be different and you should follow the holiday pattern of your school.
Contact the Partnership Office (**or lead school for School Direct @Exeter trainees)if you are unsure
whether this affects you. See 1.4 below for local authority term dates.
After Friday 29 June 2018 Secondary and Secondary School Direct @Exeter trainees cease to be registered at
the University of Exeter. Schools will make individual arrangements with trainees regarding leave of absence to
visit employing schools after the end of University registration. TRAINEES REMAINING IN SCHOOL DO SO
UNDER ARRANGEMENTS DIRECTLY WITH THE SCHOOL (INCLUDING INSURANCE AND DBS ETC)
Autumn Term Monday 11 September to Friday 08 December 2017
Spring Term Tuesday 02 January to Thursday 29* March 2018
Summer Term Monday 16* April to Friday 29 June 2018
Autumn Term Thursday 1 September** to Friday 15 December 2017 (**actual start date will be directed by your school)
Spring Term Tuesday 02 January to Thursday 29* March 2018
Summer Term Monday 16* April to Friday 29 June 2018
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1.4 LOCAL AUTHORITY TERM DATES 2017-18
Local Authority term dates may vary from the table shown below, and from the course diary, and you are advised to check their websites for information.
Authority School Term Dates Half-term
Bournemouth 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Cornwall 04 Sep to 20 Dec 2017 04 Jan to 29 Mar 2018 16 Apr to 24 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Devon 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 27 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Dorset 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Plymouth 01 Sep to 19 Dec 2017 03 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 13 Feb 2018* 28 May to 01 Jun 2018
Poole 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Somerset** 04 Sep to 21 Dec 2017 08 Jan to 23 Mar 2018 09 Apr to 24 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Torbay 04 Sep to 15 Dec 2017 02 Jan to 29 Mar 2018 16 Apr to 25 Jul 2018
23 Oct to 27 Oct 2017 12 Feb to 16 Feb 2018 28 May to 01 Jun 2018
Note 1 * 2 days but individual schools can allocate 'occasional days' so that children return to school on 19 February.
Note 2 ** Somerset term dates vary from other authorities. Trainees in these schools should follow the term dates of their placement.
Note 3 University Term dates 2017-2018 at http://www.exeter.ac.uk/about/facts/termdates
1.5 TRAINEE REPRESENTATION: STAFF AND STUDENT LIAISON COMMITTEE MEETINGS The secondary PGCE Staff/Student Liaison Committee (SSLC) consists of trainee representatives from all
Secondary PGCE subjects along with staff representatives from the Secondary programme, the Library and the
Partnership Office. The Committee meets three times per year and is chaired by one of the trainee
representatives who is elected by the Students’ Guild. Matters arising from the SSLC feed into the termly PGCE
Secondary Management Committee meetings.
The Secondary SSLC meetings will be held between 13:00 -14:00 on:
Friday 27 October 2017, Friday 02 March 2018, Friday 25 May 2018
Exeter’s Virtual Learning Environment (ELE) http://vle.exeter.ac.uk is the repository for course resources where
your tutors and the University’s administrative team upload and maintain resources during the academic year.
Please see the section ‘PGCE Primary and Secondary Core Documents’
(http://vle.exeter.ac.uk/course/view.php?id=2516) and those sections relevant to your course modules. ELE is
accessed with your student login.
1.11 ITE PARTNERSHIP WEBPAGES
Training pro-formas referred to throughout this handbook may be downloaded from http://socialsciences.exeter.ac.uk/education/partnership/ This web-page is password-protected and the username and password will have been emailed to you.
1.12 UNIVERSITY OF EXETER REGULATIONS
You should familiarise yourself with all the information in this Handbook and also refer to these University, College and Graduate School of Education web pages:-
Student Information Desk at http://www.exeter.ac.uk/students/services/sid/
University Calendar http://www.exeter.ac.uk/staff/policies/calendar/
The Teaching Quality Assurance Manual is a resource for staff and students containing the processes which underpin the quality of teaching and learning at the University of Exeter. Further details can be found at http://as.exeter.ac.uk/support/admin/staff/qualityassuranceandmonitoring/tqamanual/
CUREE terminology (mentoring/coaching/co-coaching) does not fit entirely with our PST and Mentor roles but the
principles described are helpful. Although this is focussed on School-based work it is equally applicable in
University Tutorial sessions.
To gain as much as possible from every Weekly Development Meeting and Supervisory Conference we encourage
you to develop the following professional learning skills:
respond proactively to modelled expertise to acquire and adapt new knowledge
respond positively to questions and suggestions from the PST and Mentor
take an increasingly active role in constructing your own learning programme
observe, analyse and reflect upon you own and the PST’s practice and make this explicit
think and act honestly on your developing skills and understanding.
In addition to these professional learning skills, CUREE offers the following suggestions regarding asking effective
questions of a PST and/or Mentor. As the above terminology has been changed to reflect the Exeter Model.
Please make sure that you couch them in your own phraseology so they don’t appear ‘abrupt’. They are available
online at http://www.curee.co.uk/files/publication/1301587364/TH12R3.pdf.
Identifying and refining a focus for learning:
Could we pause to reflect together on whether I’ve got the right targets here?
How manageable do you think these targets are?
Can you help me clarify the connections between what we’re discussing now and my targets
Is there anything else I need to consider Exploring why things work the way they do:
Why did you think it was important to.....?
What was important to you in exploring ...... ?
Can you see any surprises emerging from that?
What other approaches could I have tried? Exploring alternative possibilities:
What do you think might be achievable in n months?
Have I missed anything important?
Can you see any completely different possibilities to those we’ve mapped out so far?
I’ve got a clear view of X but I’d like more information about Y have you got any ideas, leads, evidence I can look at?
If Z happens how could I improve the situation? Planning the next steps:
I’d like to reach that target but I’m not clear how I get there. Can we split the task up and clarify the different stages I’ll have to go through?
I notice I’m reluctant about .... I wonder what might be holding me back?
Can we identify some success criteria?
I can see the first two or three steps what practical help might I need beyond these? As well as asking effective questions the professional learner may need to ensure that the pace of the meetings allow time to focus on your priorities. The following may help you to do so: Building appropriate pace into your conversations:
I’m really keen to identify what the trickiest issues are... can we focus our time on these?
I understand .... and I’m really keen to tackle .... I wonder if we could spend some time on that now?
You mentioned .... and I can see its important too but I’d really like to clarify..... first. Shall I make a note of it so we can come back to it later?
When you can demonstrate to those working with you that you consistently meet the Teachers’ Standards (for
QTS), you will move into the final phase of your training in the Exeter Model. Your focus will be either on
developing your competences in these standards to a higher level, or on negotiating opportunities for enrichment
through alternative educational activities. Not all trainees will reach this phase during their PGCE programme but
it enables faster developers to continue to make progress in their training and to maximise the use of their PGCE
year.
3.2 PROFILE DESCRIPTORS
The Profile Descriptors cluster together those Teachers’ Standards which you are expected to have opportunity to
provide evidence of achievement during each phase of the course. You are formatively assessed against these at
the end of each phase.
The standards, values and behaviours described in the preamble and in Part two are not developmental and thus
need to be demonstrated from the start of course and throughout your career. We will ask you to reflect on them
at various points throughout your training and you should be aware that failure to demonstrate those standards
detailed in Part two is likely to lead to your removal from the course (following due process detailed in the
University Fitness to Practise procedures), prevention of your working with children and young people and
possibly legal action.
Please see the full Profile Descriptors in Section 12.
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3.3 FRAMEWORK FOR DIALOGUE ABOUT TEACHING
At the heart of this process is the Framework for Dialogue about Teaching. This indicates a number of influences
which bear upon and may affect your planning, teaching and assessment. Its purpose is to encourage critical
conversation about your classroom practice and to support you in the process of reflective evaluation.
Framework for
Dialogue about
Teaching
Understanding
LLearning and Development
Theories of learning and development
Progression Assessment
Subject Knowledge
Academic Knowledge
Curricular Knowledge
Pedagogic knowledge
Professional
Knowledge and
Enquiry
Research Theory Aspirational
practice
Teachers’ Standards
Professional values and behaviour
Teaching Standards for professional and
personal conduct
Values and Beliefs
Trainees Pupils
Teachers
School Communities
School and national policies
Attitudes, expectations and
ethos
We hope you will also use the Framework for Dialogue About Teaching to inform your own independent critical reflection and to identify areas which need development, either through practice or through further reading.
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Subject Knowledge
This addresses all aspects of the trainee’s subject knowledge and encompasses:
Academic knowledge – knowledge, understanding and skills of the subject
Curriculum knowledge - the relevant Foundation Stage/National Curriculum, National Strategies, frameworks, and
examination specifications
Pedagogic knowledge - how to teach the subject
Professional Knowledge and Enquiry
This addresses the ongoing pursuit of improving professional practice and might include consideration of:
Research - accounts of research studies, and how these can inform practice
Theory - understanding theories of teaching and learning, for example, theories of motivation or identity
Aspirational practice - best practice, including striving towards ideal practice
School Communities
This addresses the contextualised nature of teaching and learning through considering:
School and national policies - how members of the school community interpret national policies and how the
values of society impact on the school
Attitudes, expectations and ethos - understanding the ethos of the school and the part that pupils, teachers,
governors and parents play in creating this
Values and Beliefs
This addresses the complex ways in which underlying values and beliefs influence approaches to teaching and
learning with respect to:
Trainees – for example, assumptions about expectations according to class or gender
Teachers – for example, assumptions about pupil learning or behaviour
Pupils – for example, assumptions about particular subjects
Teachers’ Standards
These should be exemplified throughout the framework. Dialogue should consider:
Professional values and behaviour- understanding how to be a professional and the requirements of professional
behaviour.
Teaching- Relationships with children and young people, setting high expectations and motivating learners; pupil
progress; Subject and curriculum knowledge and pedagogy; Effective classroom practice; Diversity and Special
Needs; Assessment for learning; Managing behaviour; The wider professional role of the teacher
Standards for professional and personal conduct - Professional attributes and suitability to teach
Understanding Learning and Development
This addresses how children learn and develop and encompasses:
Theories of learning and development - including understanding the significance of personal, emotional, social,
cognitive, linguistic and cultural influences
Progression – helping pupils to broaden and deepen their understanding, including support for individual needs
Assessment - understanding the purposes and application of formative, diagnostic and summative assessment
Using the Framework for Dialogue about Teaching
The Framework for Dialogue about Teaching should be used:
in the discussions about demonstrations by school tutors
in the evaluation of Agendas and lessons
in discussions with the Principal Subject Tutor in Weekly Development Meetings
in discussions with the Mentor in Supervisory Conferences
in discussions with the University Visiting Tutor
The Framework also gives structure to the EPS tasks of EAL..
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3.4 DEMONSTRATIONS
A demonstration is a planned-for modelling of good practice. The focus for a demonstration is selected from the
Learning Focuses for Agendas, or a focus specifically related to your training needs, and should be identified in the
Weekly Development Meeting. You could watch several teachers in one week demonstrating the same thing, such
as ‘involving learners in reflecting on their own learning’: this allows you to see that there are a variety of ways to
achieve the same goals. Alternatively, it might be one demonstration of a particular focus. In the later phases of
your training, the demonstration might involve the class teacher demonstrating a particular focus by taking an
appropriate episode from your lesson plan.
The central feature of a demonstration is that it is planned and both the trainee and the teacher are clear about
the learning focus for the demonstration. You should make notes during the demonstration using the pro-forma
provided http://socialsciences.exeter.ac.uk/education/partnership keeping in mind the learning focus, using the
Framework for Dialogue about Teaching to prompt your thinking about what you are seeing, and to support your
writing of any subsequent Agenda.
3.5 OBSERVATIONS OF YOUR TEACHING
At least three times a fortnight, you will be given written feedback on your teaching, by whoever is observing you,
using the Lesson Observation Form. The form can be found online at:
TO SUPPORT REFLECTION ON THE IMPACT OF TRAINEES’ TEACHING ON PUPILS’ LEARNING
You may wish to select target pupil(s)/ group(s) for the focus of your observation and use some/all of these prompt questions as appropriate. How well did the pupil(s)/group(s):
Succeed in meeting the objectives of
the lesson?
To what extent did all pupils meet the lesson objectives? Were lesson objectives differentiated? And if so how? To what extent were the lesson objectives appropriate for this lesson? To what extent were all pupils provided with opportunities to show that they had met the objectives?
Apply skills, knowledge or
understanding to meet the lesson
objectives?
How did the pupils use prior knowledge and/or skills/knowledge learnt in the lesson to meet the objectives? How did pupils show that they had understood new knowledge? What evidence is there to suggest that this lesson was pitched correctly? How did the pupils respond to questioning? Did pupils use higher order thinking skills? If so, how?
Engage with the lesson? Were the pupils able to follow instructions? Did the pupils work enthusiastically? Were they active or passive in the lesson? Were they on task? Were pupils keen to ask questions? Comment on the type of questions asked. Did they work independently? Did they work co-operatively? Did the pupils listen intently to the teacher/each other? Did their behaviour meet expectations? Did they maintain an appropriate pace? Could all the pupils engage equally? Comment on how the episode /lesson was differentiated to meet individual pupils’ needs.
Use classroom resources including
adult support to improve their
learning?
How well did the pupils learn from the Interactive Whiteboard? Were they able to choose resources independently? How did they use books, ICT equipment, displays to support their learning? Did they use peer support? How? Were they able to access the teacher or classroom assistant for support? How
Use self/peer assessment to
improve their own learning?
Did pupils have opportunities to assess their own learning? How did pupils use peer or self-assessment to assess their own learning? Did the pupils consolidate their learning during plenaries? Did the pupils have a sense of how the lesson fitted into previous and future lessons? How did pupils show that they had an accurate sense of their achievements and what they needed to do to improve their learning further?
Other
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3.6 WORKING WITH AGENDAS
The Agenda focuses on your learning about how to teach and is a central element of the learning process
embedded in the Exeter Model. It is used to support your thinking about, and reflection upon, a specific aspect of
your classroom practice and it is intended to help you to become an independent critic of your own teaching,
rather than being dependent on others to give you feedback.
An Agenda is not the same as a lesson plan. The Agenda focuses on what you will learn rather than what pupils
will learn; it develops understanding of specific skills involved in teaching. In preparing an Agenda, you should
consider how you will teach, rather than what you will teach or what activities pupils will undertake in the lesson
(this is planned for in your episode or lesson plan).
The focus for an Agenda should always address your learning needs and should always make you think! If you find
writing an Agenda easy, then you have probably not challenged yourself sufficiently or have selected an Agenda
focus which you have already mastered. In your Weekly Development Meeting, you and your Principal Subject
Tutor should identify appropriate Agenda focuses for the coming week which relate specifically to your training
needs. This might be from the list of Learning Focuses for Agendas, or, with support from your Principal Subject
Tutor, tailored specifically to address aspects of your practice you feel would benefit from and Agenda focus.
The Agenda form and audio guide can be found online at
Agenda focuses are designed as a bank of learning focuses from which trainees and PSTs select according to individual learning needs. It is not a required list to work through. Use a different agenda focus from those listed here if it is relevant to a trainee’s individual learning needs.
1. Relationships with children and young people,
setting high expectations and motivating learners
o Using the school reward system to motivate learners
o Encouraging participation and contribution
o Promoting independent learning
o Using inclusive language
o Establishing ground rules and clear expectations
o Using affirmative language
o Sharing realistic and aspirational targets for learning
with the class and/or individuals
o Positive use of names
o Establishing a constructive and purposeful learning
environment
o Demonstrating professional behaviour and respect
o Developing a rapport with a range of pupils
o Modelling good learning habits
2. Pupil progress
o Involving learners in reflecting on their own learning
o Supporting learners in setting targets for
improvement
o Making cross-curricular connections during the
lesson
o Building on prior knowledge in the lesson
o Generating high levels of participation
o Listening to learners’ answers and responding
appropriately
o Making learning objectives clear to learners
o Managing collaborative group work
o Motivating reluctant learners
o Encouraging learner reflection
o Promoting independent learning
o Demonstrating appropriate pupil progress
3. Subject and curriculum knowledge and pedagogy
o Teaching key words via phonics
o Establishing clear literacy strand links
o Establishing clear mathematics strand links
o Introducing ‘thinking skills’
o Addressing subject-specific misconceptions
o Demonstrating secure subject knowledge
4. Effective classroom practice
o Managing distribution, use and collection of
resources
o Managing movement into groups
o Managing transitions between lesson activities
o Managing timing
o Managing pace
o Managing out-of-classroom learning spaces
o Addressing health and safety issues
o Setting homework
o Employing interactive teaching methods
o Using initial episode to set the learning context for
the lesson
o Giving clear task instructions
o Giving clear explanations of concepts and ideas
o Managing whole class discussion
o Using questioning effectively
o Using appropriate subject specific language
5. Diversity and Special Needs: meeting the needs of all
pupils
o Using different tasks or resources appropriately for
all pupils in class
o Using tasks or resources which support pupils with
EAL
o Managing the needs of those with SEN/IEPs
o Managing an appropriate level of challenge for the
gifted and talented.
o Using pupil data to target interventions in lessons
o Using pupil premium data to support pupil learning
6. Assessment for learning
o Assessing learning during the lesson by using
questioning, observation or plenary activities
o Monitoring engagement with learning during
lessons
o Giving constructive oral feedback
o Creating effective contexts for peer and self-
assessment
7. Managing behaviour
o Operating established procedures for starting
and/or ending lessons
o Gaining and holding whole class attention
o Managing learners’ behaviour constructively
o Dealing with low-level disruptions
o Using voice constructively
o Developing an assertive presence
o Promoting self-control and independence
8. The wider professional role of the teacher
o Managing the work of teaching assistants during
whole class input
o Managing the work of teaching assistants during
individual/pair/group work
o Working constructively with other adults in the
classroom
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3.7.1 LEARNING FOCUSES FOR FOCUSED REFLECTONS IN THE DEVELOPING INDEPENDENCE (DI) PHASE
During this phase trainees will select a focus for two weeks and use a range of Exeter Model tools to support your learning. It is not a required list to work through. Use a different focus from those listed here if it is relevant to a trainee’s individual learning needs.
1. Relationships with children and young people,
setting high expectations and motivating learners
Establish and maintain a safe and stimulating
environment for pupils, rooted in high levels of mutual
respect.
Constantly encourage pupils to participate and
contribute in an atmosphere highly conducive to
learning
Demonstrate consistently the positive attitudes,
values and behaviour which are expected of pupils
Promote pupil’s resilience, confidence and
independence
Set high expectations which inspire, motivate and
challenge pupils
Generate high levels of enthusiasm, participation and
commitment to learning
2. Pupil progress
Encourage high quality interactions that build on prior
knowledge
Plan effective teaching and learning activities which
create opportunities for independent and
autonomous learning
Support pupils to reflect on their learning and
identifying their progress and emerging learning needs
3. Subject and curriculum knowledge and pedagogy
Make good use of your secure curriculum and
pedagogical subject knowledge to deepen learners’
knowledge and understanding, addressing common
errors and misconceptions
Have an in-depth knowledge of all relevant curricula,
frameworks and initiatives and use this to stimulate
and capture pupils’ interest
Develop pupils’ conceptual understanding through
appropriate explanations, questioning and discussion
If teaching early reading and/or early maths,
demonstrate a secure knowledge and understanding
of appropriate strategies including systematic
synthetic phonics
4. Effective classroom practice
Show a willingness to try out a range of approaches to
teaching and learning which take account of individual
needs, activities and resources to meet differentiated
learning outcomes
Plan lessons that use well chosen, imaginative and
creative strategies
Plan for and set homework and other out of class
activities to consolidate and extend pupils’
knowledge and understanding where appropriate
5. Diversity and Special Needs: meeting the needs of
all pupils
Demonstrate your understanding of how a range of
factors can inhibit pupil’s ability to learn by
personalising learning, using and evaluating
distinctive teaching approaches to engage and
support the strengths and needs of all pupils
including those of high ability, with special needs or
EAL
Show good understanding of the challenges and
opportunities of teaching in and for a diverse society
6. Assessment for learning
Use your accurate records of pupils progress and
other data to inform planning, to evaluate the
effectiveness and impact of your teaching, to
monitor progress of those you teach and to raise
levels of attainment
Assess pupils’ attainment accurately against national
benchmarks
Make accurate and effective use of assessment and
give pupils regular feedback, both orally and
through accurate marking, and encourage pupils to
respond to that feedback
Systematically and effectively check learners’
understanding throughout lessons anticipating
where intervention may be needed
7. Managing behaviour
Have consistently high expectations and understand
a range of strategies to promote positive behaviour
Work within the school’s framework for behaviour
management, with appropriate use of praise,
sanctions and rewards and apply rules and routines
consistently and fairly
Manage pupil behaviour so that learners display
very high levels of engagement, courtesy,
collaboration and co-operation.
8. The wider professional role of the teacher
Work constructively as a team member and deploy
support staff effectively
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3.8 FOCUSED REFLECTIONS IN THE DEVELOPING INDEPENDENCE PHASE
Having previously used Agendas to focus on very specific aspects of your practice, in the Developing Independence
phase you will start to think about your classroom practice in a more holistic and challenging way and begin to
make stronger connections between theory and practice. We expect you to broaden and deepen your focus and
widen the evidence you gather to inform your critical evaluation.
You will select one of the ‘Learning Focuses for Focused Reflections in the DI phase’and this will become the focus
of your attention for two weeks. There will be one focused observation each week in which a teacher observes
you. Alongside this you should choose between two and four other training tools each week to develop the focus
area of practice (Demonstration and Agenda*, Work Scrutiny , additional observation, Framework for Dialogue). At
the end of this period you will write one synoptic evaluation, drawing on all the training tools that you have used
as well as your academic reading on the selected theme.
The Focused Reflection will follow the same structure as an Agenda evaluation, but the Explanation and
Reformulation sections should be the principle focus of your attention and should integrate some academic
citations. We would expect this evaluation to be approximately two pages of A4 in length.
* Note: Demonstrations and Agendas are tools that should be used together - i.e., an Agenda needs to be informed
by a Demonstration.
There is a Focused Reflection proforma available on the Partnership webpage.
3.9 WEEKLY DEVELOPMENT MEETINGS
In addition to regular daily contact, you will meet with your Principal School/Subject Tutor once a week to discuss
progress and planning ahead. The weekly meetings are dedicated, timetabled time of approximately one hour in
which you and your Principal School/Subject Tutor:
review targets achieved since the previous weekly meeting
after a Supervisory Conference, discuss the targets set in the Action Plan and note any points
discuss the demonstrations, Agendas and evaluations completed in the previous week using the
Framework for Dialogue about Teaching
discuss your observation(s) feedback and work scrutiny if applicable
discuss your progress in relation to your practice and include subject specific contexts where appropriate
identify weekly targets that focus on an aspect of your practice, some of which are subject specific
decide which episode(s) /lesson (s) will be the subject of the written observation in the week ahead
agree appropriate demonstrations and Agendas to be carried out in the week ahead, or if you are in the
DI phase decide which Exeter Model tools will be used for the Focused Reflection
record the outcomes of the meeting on the Weekly Development Meeting record.
3.10 SUPERVISORY CONFERENCES
Your Mentor will meet with you for scheduled supervisory conferences during your placements (each of at least
one hour) to assist you in your reflective development: the ability to think explicitly about and reflect upon your
teaching.
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The Supervisory Conference will be used to:
discuss one or more Agendas (Focused Reflection in the DI Phase) and their evaluations using the
Framework for Dialogue about Teaching
review progress by looking at the Weekly Development Meeting Records and other documentation in
your IDP and Teaching Files
discuss the impact of your teaching on pupil learning using the Pupil Learning Story (section 5.11)
review targets from previous Action Plans or needs identified in Formative Reflection on Achievement and
Progress reports
set a new Action Plan
at assessment points, discuss the evidence in the Formative Reflection on Achievement and Progress Part
1 prior to completing Part 2
draft the CEDP in the final Supervisory Conference.
These are in-depth discussions involving you and your Mentor. You will submit to your Mentor, at least 24 hours in
advance, written evidence in the form of two annotated Agendas (Focused Reflections in the DI Phase) together
with the lesson plans and other relevant materials, and your own evaluation. The Mentor will select the Agenda(s)
to be discussed and lead you in critical thinking. The conference aims to support you in articulating and reflecting
upon your own teaching in order to help you realise the steps which need to be taken to progress. The Mentor will
model the process of critical reflection through using the Framework for Dialogue about Teaching. The Mentor will
also want to discuss your Teaching File/s and Individual Development Portfolio which you should have with you,
completed fully up to date.
A useful framework for the conference is:
DESCRIPTION – What have you been doing?
Together with your Mentor, you review your previous Action Plan and evaluate whether the targets have been
met. You provide evidence of achieving the targets. You also review the targets on the Weekly Development
Meeting records.
You will be asked to describe what happened in the teaching episode/s related to the Agendas (Focused
Reflections in the DI Phase) selected for discussion, referring to the lesson plan and the written evaluation (plus
any examples of children's work) as evidence.
In the Supervisory Conferences preceding FRAP 2, 3 and 4, you will be asked to describe your achievement against
the Profile for that phase.
EXPLANATION - What does this mean?
You explain and justify what you did in the Agendas (Focused Reflections) under discussion, using the Framework
for Dialogue about Teaching and Teachers’ Standards. Present your pupil learning story, explaining how your
teaching has had an impact on pupil learning and justifying your reflections.
In the Supervisory Conferences preceding FRAP 2, 3 and 4, you explain and justify your self-evaluation, offering
evidence for your arguments.
The Mentor will probe your understanding by referring to the Framework for Dialogue about Teaching.
REFORMULATION – What have you learnt and where do you need to go next?
You should articulate what you need to work on as a result of analysing the teaching episodes and what Agenda
statements (Learning Focuses for Focused Reflections in the DI Phase) it would be useful to focus on for the next
Agendas/ Focused Reflections and/or Supervisory Conferences. This discussion should be fully informed by the
Framework for Dialogue about Teaching. Together at the end of the Supervisory Conference, you set targets for
improvement in an Action Plan or identify needs in a Formative Reflection on Achievement and Progress report.
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4. ROLES AND RESPONSIBILITIES
It is the responsibility of all involved in the trainee's professional development to follow the principles and
requirements of the Exeter Model of ITE.
The Headteacher is responsible for the welfare of pupils at all times. Trainees should not be left
with sole responsibility for a group of children.
Safety regulations require the class teacher to be present with the trainee if s/he is involved in a Physical
Education lesson (even when large apparatus is not being used), and during practical lessons which
involve the use of potentially dangerous equipment.
A copy of all written evidence must be given to the trainee.
Documents noted throughout this chapter can be found at http://socialsciences.exeter.ac.uk/education/partnership/handbooksreportsanddocuments
4.1 TRAINEE
The trainee must be familiar with all the requirements of the PGCE programme outlined in this Handbook,
and must engage fully with the programme.
It is the responsibility of the trainee to:
follow the advice on expectations of professional behaviour as outlined in this section of the Handbook
discuss with the Principal Subject Tutor how demonstrations and modelling of teaching are to take place
prepare plans for episodes, lessons and sequences of lessons (depending on phase)
submit episode/lesson plans to Principal Subject Tutor in advance allowing sufficient time (usually around
48 hours) for the plans to be reviewed by the PST and for suggested changes to be made.
write Agendas for Subject Tutors to annotate
evaluate annotated Agendas and other classroom work
write Focused Reflections in the Developing Independence Phase
develop ‘Pupil Learning Stories’ (one per term in school) to demonstrate the impact their teaching is
having on pupil learning over time
prepare for the weekly meeting with the Principal Subject Tutor and complete a Weekly
Development Record Meeting form during each meeting
prepare for Supervisory Conferences with the Mentor, including the FRAP and submitting paperwork
at least 24 hours in advance of the meeting
follow the Supervisory Conference Action Plans generated at Supervisory Conferences
accept constructive criticism professionally and act on advice and help from the tutors
maintain an Individual Development Portfolio, following the guidance provided by the University
file the Quality Assurance Record in the Individual Development Portfolio so that the Principal Subject
Tutor can complete and sign it during the Weekly Development Meeting
discuss with the Tutor/Mentor/Coordinator/University Tutor any problems they encounter
inform the school and University of absence and follow appropriate absence procedures
contact the ITE Coordinator at the second Placement School to make arrangements for induction when
advised to do so by the Partnership Office (or your Lead School if School Direct @Exeter)
take the Individual Development Portfolio - including a copy of Formative Reflection on Achievement
and Progress Report 3 (and any Cause for Concern letters with action plans) - for the Mentor and PST to
see during the induction period in the Second Placement school
set appropriate work for classes during absences from school for whatever reason (illness, attendance at
job interviews, etc
complete the EPS tasks and liaise with the SENCO and EAL Coordinator as directed
discuss completion of the EPS summative assignment (small-scale research study) with the PST and other
complete and sign the trainee’s Quality Assurance Record, including a weekly record of absence
maintain a documentary file of the training provision and feedback given to the trainee
discuss the progress being made by the trainee with the Mentor and follow up Action Plans
discuss the trainee’s progress with the University Visiting Tutor
Support the trainee, where appropriate, to facilitate their completion of a small scale research study in
the Summer term. Further details will be available at the Subject Development and Consultation meeting
in the Autumn term held at the university.
monitor the quality of teaching, including trainees’ subject-specific knowledge and pedagogical
understanding, and maintain the level of provision for pupils
Understand and implement the assessment procedures provided by the University.
4.5 UNIVERSITY VISITING TUTOR
The University Visiting Tutor (UVT) will make visits to trainees usually during the timeframes indicated in the
course diary. The purpose of these visits is to monitor and support trainees’ progress, support school-based staff
and monitor school provision. There will be one visit in the Spring term, and one visit in the Summer term, and
additional visits may be made if there is a concern.
Before the placement
The UVT is responsible for contacting the ITE Coordinator (using the correct pro-forma) in good time before a
scheduled visit to make arrangements to see the trainee. The ITEC should check that all school staff involved
with school-based work have been informed of the UVT visit. The UVT should send the ITEC a copy of the ‘PST
Checklist for UVT Visit’ for the PST to complete and give to the UVT when they visit.
During each placement it is the responsibility of the University Visiting Tutor to support and monitor the
trainee’s progress by:
discussing the trainee’s progress with Mentor/Tutor(s)
jointly observing the trainee with the PST, then observing the PST giving the trainee feedback
formally commenting on the pupils’ learning in the lessons observed and over time by examining and
discussing with the trainee the trainee’s Pupil Learning Story
discussing the Individual Development Portfolio with the trainee
meeting with the trainee to discuss progress and monitor school provision, including facilitation of EPS
Tasks and other directed tasks as well as support for the trainee’s development of subject-specific
knowledge and pedagogical understanding
providing a formative progress report at each visit, using the UVT Visit Record
calling a conference of trainee and school tutors in the case of significant difficulties and to support and
monitor the school’s provision by:
o checking and signing the trainee’s Quality Assurance Record to ensure that the agreed support is
being given by the Mentor/Tutor(s)
o ensuring that the timetable is appropriate and that post 16 experience and PSHE teaching is available
o ascertaining that the partnership ITE programme is being implemented and dealing with any reported
difficulties, following partnership quality assurance procedures
o ensuring that the Partnership Director is informed of the quality of the school’s provision,
including specific trainee concerns and in relation to other partner schools’ provision, by
completing a University Visiting Tutor evaluation form at the end of the placement and/or by
email/phone during the a placement.
o Discussing the ‘PST checklist for UVT visit’ with PST
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4.6 UNIVERSITY PERSONAL TUTOR
You will be allocated a Personal Tutor in your specialist subject who is responsible for monitoring your overall
progress while you are registered at the University, including academic work and any pastoral issues that may
arise. It is important for you to keep in regular contact with your Personal Tutor. Your Personal Tutor will help you
to complete an initial needs analysis at the start of the course, prepare Autumn Term Action Plans, complete your
first Formative Reflection on Achievement and Progress Report, review academic work and progress during
teaching placements, and so on. S/he will contribute to the writing of an academic reference for you when you
apply for a teaching post. Personal Tutors are also in a position to refer you to other agencies within and outside
the University if this would be helpful.
Your Personal Tutor may also act as your UVT. Where this is not the case, Personal Tutors will liaise with your UVT
during school-based work. Your Personal Tutor has responsibility for supporting and marking your University
coursework during school placements and will write an academic reference for you when you apply for a teaching
job.
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5. SCHOOL-BASED WORK
In the sections below School Direct @Exeter trainees should note that School 1 refers to your home school and
School 2 to your contrasting placement school. Although timings may differ, the information and tasks are the
same and you should apply your own context to the information below. Please ask if you’re not sure! School
Direct @Exeter trainees should ensure that they know the dates and duration of the second/contrasting
placement. It is likely to be shorter than 12 weeks and can either be in the Spring or Summer terms. This may
mean that you need to plan your time around your assignment deadlines carefully.
5.1 INTRODUCTION
Your PGCE course includes two long block placements that give you experience of working in different school
contexts over an extended period of time. The contrast between the two is important; every school has its own
particular ethos and ways of working.
During school-based work (SBW), you will be able to apply the knowledge and understanding acquired during
University elements of your PGCE course to your developing practice in the classroom. The school and University
elements of your training are designed to be complementary and interconnected. Together they offer you a
balance of practice and theory so that you develop classroom skills alongside the knowledge and understanding
that underpins these skills and supports your development as an informed and reflective teacher.
Your work in school will be supported by a Principal Subject Tutor (PST) - a teacher in your subject department
who is responsible for arranging your timetable and discussing your progress with you in Weekly Development
Meetings. You will also be assigned a professional tutor, your Mentor, who has an overview of your professional
development as a teacher in training. Your Mentor will normally work in a different subject department and will be
an experienced, often a senior, teacher. You meet your Mentor for three Supervisory Conferences during each
placement when you will discuss your professional development, focusing on chosen aspects of your practice,
and will agree medium-term targets to maintain progress. In addition, a University Visiting Tutor (UVT) will visit
you in school. Normally one visit is made in the Spring term and another visit in the Summer term, but should any
difficulties occur then extra UVT visits may be arranged to support your progress. In school, an ITE Coordinator
(ITEC) is responsible for managing the training experience of all trainees, including a programme of Professional
Studies meetings that will connect with and extend your learning about educational issues first encountered in the
lectures and subject sessions of your University taught course.
During the Autumn term, (see course diary), you will spend two weeks in your first placement school. Further
information about this period is given later on in this section of the handbook. Whilst it will necessarily include a
short induction into your first placement school, these two weeks form part of the Beginning Practise Phase which
concludes shortly after Christmas with the second Formative Reflection on Achievement and Progress (FRAP2)
report. You return to the University for the last three weeks of the Autumn term, before Christmas. From January,
you will be based in school, in your first placement until just before Easter, when you have a short induction
period in your second school. You will then continue your training in your second placement.
During the Spring and Summer terms, you return at intervals to the University for Seminar Days. These are an
important element in your training when you meet with your subject group and University tutor(s) to review and
reflect on your experiences. They provide an excellent opportunity to share examples of good classroom practice,
to exchange teaching resources and ideas that you have used successfully in school, and to refresh important
theoretical aspects of teaching. Dates of the Seminar Days are given in Section 1.
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Induction into your placement schools is a vital part of your training. For each of your school-based work
placements you will spend a short period of induction in the school at the start of each placement. You will meet
the ITE Coordinator (ITEC), your Mentor and your Principal Subject Tutor (PST) who will support your learning in
school. You will have scheduled time to discuss your training needs. There is an Induction Checklist to support this.
The school’s ITE Coordinator arranges the programme of induction into the school. Your PST will coordinate
that part of the programme which relates specifically to your subject department work.
You should use the induction period to find out all you can about the structure and ethos of the whole school and
the subject department where you will be working. Each school will arrange your induction programme in a
slightly different way but you can expect to spend some time looking at the whole school, perhaps with other
trainees, and some time working with your subject department and meeting the classes that you will be teaching.
Be proactive; ask questions and get involved as and when it is appropriate to do so.
Induction time will be brief as you will be working within the Beginning Practice phase and needing to
demonstrate the standards described in that profile descriptor.
University subject tutors may also ask you to collect particular subject-specific information or to do specific
subject- related tasks.
You should take your Individual Development Portfolio into school to show to your ITEC, Mentor and PST. Working
with your PST, you should:
Establish your teaching timetable for the November fortnight and next term
During the first week undertake at least one teaching episode with an Agenda and related written
evaluation, and from then on, the usual two agendas
Receive appropriate schemes of work
Use the Induction Checklist to make sure that all necessary information and arrangements have been
addressed
Many schools will give you a handbook which covers much of the information that you need to know.
Take some time to read this carefully during your induction period and raise any queries or concerns with
your PST or Mentor.
Please remember to take your Quality Assurance Record with you and ask your Mentor/PST to sign it.
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5.2 INDUCTION CHECKLIST
School Information And Procedures:
Academic & pastoral structure, student numbers, feeder schools, role in the community Routines, rules, uniform, homework policy Registration, attendance, truancy Discipline and behaviour; use of rewards and sanctions SEN policies and procedures Health and safety Safeguarding and child protection training introduction as a minimum all trainees must be informed of the name of
the Child Protection Officer, be given a copy of the school’s Safeguarding and Child Protection Policy, be given a copy of the school’s Staff Behaviour Policy/ Code of Conduct, and be given access to the Government document ‘Keeping Children Safe in Education’
Data protection procedures Methods of communicating with parents Community links and the school’s role in the community
Expected Standards for:
Your own personal and professional conduct Appropriate boundaries between staff and students
Provision of:
Access to ICT facilities for lesson preparation, University work (including access to e-mail and the Internet)
Access to photocopying AV/ICT support (cameras, video recording/editing, computer hardware, software, systems) Subject resources and technical support (if applicable) Study facilities Personal storage facilities (if available) Post 16 experience (Spring term)
Roles:
People that you should meet with:
o Staff responsible for working with you o Senior management and departmental teams o SENCO (note that the SEN task needs completing in the Spring term) o EAL Coordinator (note, that the EAL task should be completed during the Summer term) o Pastoral teams o Teaching assistants, ancillary and technical support staff
Teaching: Teaching timetable (including post-16 contact in Spring Term) Access to performance related data Plan for addressing needs arising from most recent Action Plan Timetable and location for Professional Studies programme Extra-curricular opportunities
47
Other: Schedule of meetings in school that you are expected to attend (e.g. daily/weekly briefings,
department/year meetings, training days, parents’ evenings) Tutor group allocated and expectations for involvement (e.g. assembly days, registration times and
methods, PSHE input required and whether that is through tutorial or a timetabled lesson) QAR completed and signed Previous Formative Reflection on Achievement and Progress reports (and Cause for Concern letters if
applicable) read by PST and Mentor Coffee arrangements/Parking/ other domestic information. Discuss the Challenge the Gap Framework Task and gather appropriate information to enable you to
complete it with respect to your placement school.
This checklist is equally applicable to both your schools.
5.3 FIRST PLACEMENT SCHOOL
Beginning Practice : See course diary for dates.
Consolidating Practice: See course diary for dates.
(followed by second placement school induction and Seminar Day 2)
School Direct @Exeter trainees will complete their contrasting placement at a time set by the Lead School. This
could be in the spring or summer term and must be for a minimum of 6 weeks. During this time School Direct
trainees should continue to follow the Exeter Model, complete any EPS tasks and assignments and submit any
FRAPs due. FRAPs can be completed at either the home or contrasting school and must be submitted by the
deadline.
5.3.1 BEGINNING PRACTICE
provides opportunities for you to:
address the standards detailed in this phase descriptor
learn about the school as an educational institution and to examine how schools match your own
philosophy with regard to community needs and the needs of the children
develop an understanding of whole school policies, for example safety, discipline, assessment and
special needs in the context of your first placement
observe experienced, good and outstanding teachers demonstrate teaching in their main subject,
and start to engage in dialogue with teachers about professional issues such as teaching methods,
class management and discipline
observe pupils learning and develop an awareness of the individuality of children and the need to make
professional judgements about their learning accordingly
have direct experience of working with pupils, teach some short episodes and work with the teacher
concerned to commence the demonstration and modelling phase of development
generally familiarise yourself with both the school as a whole and with the particular context of
your subject department.
From November, you will have twelve contact hours a week of classroom-based work in your first
placement school. You are also required to carry out other tasks and assignments during school-based work and,
where the school timetable permits, it is recommended that you are given a whole day or two half days out of
the classroom in order to work on these activities in school. If you wish to leave the school premises you should
follow the procedures in place for full-time members of the school staff.
48
During the Beginning Practice phase you will be working within your Subject Tutors’ lessons and the Subject
Tutors must be in classrooms with you at all times. You should plan to complete two annotated and evaluated
Agendas per week, based on targets set during your Weekly Development Meeting. You may take on more
responsibility with some classes than with others. Tutors will use their professional judgement and negotiate the
best ways of implementing this phase with you. Demonstration of teaching should take place throughout the
school placement but as you gain in confidence you should be given greater responsibility. You will prepare a
Formative Reflection on Achievement and Progress using the form provided and will discuss your progress
and the evidence for it with your Mentor during your the first Supervisory Conference. Please see the course diary
for phase dates and deadline dates for FRAPs to be submitted to the University. It is possible to submit FRAPs
before the deadline date if appropriate.
5.3.2 CONSOLIDATING PRACTICE
leads on from Beginning Practice. During this phase, you continue to work in classes alongside teachers, who will
be reducing their role as you take on increasing responsibilities. You will start to plan independently and teach
whole lessons. Tutors are also required to continue with demonstrations of teaching episodes, to observe you
teach and provide you with appropriate feedback, at least twice per week using the lesson observation form
related to the Teachers’ Standards. You will continue to work on two annotated Agendas per week and to prepare
for Supervisory Conferences.
Consolidating Practice provides opportunities for you to:
take increasing responsibility for planning, teaching and assessment for learning in whole lessons, as and
when your tutors judge that you are ready
continue to observe experienced teachers demonstrate teaching strategies and approaches on which
you can model your own practice
develop an increasing awareness of the individual needs of pupils and their learning achievements
begin to learn about methods of assessment both of and for learning
take increasing responsibility for your own professional development
Towards the end of the Spring term, you will prepare a Formative Reflection on Achievement and Progress
(FRAP3) using the form provided and discuss your progress and the evidence for it with your Mentor during your
third Supervisory Conference.
If you, your PST and your Mentor are all satisfied that you are exceeding the expectations of the Consolidating
Practice phase and having a higher impact on pupils learning with respect to the expectations of this phase, you
may submit your FRAP 3 ahead of the final deadline and begin working in the Developing Independence phase
The progress of any trainee who is not working consistently in the Consolidating Practice phase and is not yet
ready to move on into Developing Independence towards the end of their first placement must be discussed
between all tutors concerned, including your University Visiting Tutor, and yourself. You should be fully aware
of any Teachers’ Standards (for QTS) in which you need to make further progress that you may need to carry
forward into your second school.
FRAP 3 deadline dates are shown on the course diary.
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School-Based Professional Studies Programme
A programme of Professional Studies sessions will be provided in your first placement school. The ITE
Coordinator is responsible for organising this. Additionally there are EPS tasks to be completed.
For School Direct @Exeter trainees Professional Studies is coordinated by the Lead School. Trainees should speak
to their Lead School to find out how the sessions will be delivered and record this on their QAR.
5.4 SECOND PLACEMENT SCHOOL
See the course diary for dates.
You will have a short induction period at your second placement school. You should contact the school’s ITE
Coordinator at when directed to do so by the Partnership Office to arrange a convenient time for arrival on the
first day. You must take your PGCE Individual Development Portfolio, including your Formative Reflection on
Achievement and Progress 3, to show to your Mentor and PST in your second placement. You will be introduced to
your new teaching groups during the induction period.
School Direct @Exeter trainees will be informed of their contrasting placement by their Lead School. They will
inform you when to contact them.
Use the Induction Checklist to ensure that you obtain all the information you need about your second school
placement. Please take particular care to ensure that specific training needs identified in your FRAP 3 and
Action Plan 5 are addressed.
School Direct @Exeter trainees may go to their second school before FRAP 3 has been completed. They should
take any documentation they have completed to that point and continue working as per the QAR.
5.4.1 DEVELOPING INDEPENDENCE
leads on from Consolidating Practice. The Developing Independence phase will usually start during the last week of
the spring term and into the summer term.
This phase is essentially about establishing your independence in the classroom, but this should not mean that
you are left alone in the classroom until tutors feel you are both confident and competent to be so (in some
subjects such as PE, D&T Science health and safety regulations require a qualified teacher to be in contact with
the class at all times and you should not be left entirely on your own). Demonstrations of teaching continue to be
an essential aid to your development at this stage as you work to improve specific competencies.
Developing Independence provides opportunities for you to:
plan, teach and assess pupils’ learning in whole lessons and sequences of lessons
continue to observe experienced teachers demonstrate teaching strategies and approaches on which you can model your own practice
develop higher levels of teaching skills in areas where you have already shown proficiency such as question-and- answer techniques, approaches to formative assessment, managing group work or using ICT to enhance learning
develop a pro-active and independent approach to your own professional development
use the Exeter Model Tools in a more personalised way through Focused Reflections.
You will be engaged in a minimum of 12 hours and a maximum of 15 hours of classroom-based work per week
in your second placement. The increased timetable of 15 hours contact time should be given only to those trainees
who are making secure and confident progress at the end of their first placement. You should be planning
independently and teaching sequences of whole lessons. Annotated Agendas and lesson evaluations should still be
used as a basis for your critical reflection but as part of the Focused Reflections where you select the Exeter Model
tools most appropriate to you . You will meet with your Mentor for three Supervisory Conferences during the
Summer term.
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Formative Reflection on Achievement and Progress 4 will be sent to the University by the school by the deadline
shown on the course diary Section 1.2. At this point, you may have already accumulated a range of evidence
to show that you have achieved all the Teachers’ Standards (for QTS), and are working consistently and
independently. In this case, you will be able to progress into an optional Enrichment Phase. Please note that not all
trainees will move into enrichment.
If you have not yet accumulated sufficient evidence to show that you are consistently meeting the requirements
of all the Teachers’ Standards (for QTS), then you remain in the Developing Independence phase. Your Formative
Reflection on Achievement and Progress 4 will indicate which areas of practice require further attention. You will
continue to plan the Exeter Model Tools that you will use each week for your Focused Reflections, with your PST
helping you select areas of focus to help you meet the standards.
If your tutors judge that your rate of progress is a concern at this stage a Cause for Concern Letter will be issued
with a related Action Plan to help you to address the areas that need attention. In this case, your UVT must be
kept informed of the situation and be fully involved in the process.
5.4.2 EXTENSION AND ENRICHMENT PHASE
If you have shown that you are working comfortably, consistently and independently and have sufficient evidence
of achievement of all the Teachers’ Standards (for QTS), then you should discuss with your PST and Mentor how
you can use your remaining training time in school most productively. These discussions should consider your own
individual training needs and interests and any opportunities that may be available to address these. You may
have areas of practice that will benefit from further extension and/or you may have specific teaching skills or
interests that you would like to develop further in a specific context. The programme arranged for you by your
mentor will depend on the opportunities available in school or locally and must be set alongside any
constraints that there may be on timetabling or teaching in order to ensure continuity of learning for the
classes for which you are responsible. It is essential that your UVT is kept fully informed of any proposed
enrichment activities that are arranged for you. If the enrichment plan includes working in a non-school setting
please contact the Partnership Office ([email protected]) to check the insurance implications.
Enrichment should be instead of, not in addition to, your workload. It may be that you reduce your
teaching commitments slightly in order to create time for enrichment. You may, of course, decide to
pursue enrichment activities whilst continuing to teach all or the majority of your classes.
It is expected that your training continues to follow the Exeter Model while in Enrichment and Extension,
including Weekly Development meetings and Focused Reflections. You should choose your focus to fit
with the targets on your Enrichment Action Plan.
You can choose to participate in a ‘Lesson Study’ in which you collaborate with two other teachers on a
particular aspect of teaching. Lesson study is an increasingly popular practitioner research and
development tool. If you are interested in working in this way, please contact your University Subject
Lead, who will direct you to appropriate supporting material.
For trainees undertaking enrichment activities in another school you will have no commitment to your
school for the period of your placement elsewhere, which should be for no more than a week.
Please make sure that you are in your placement school during the External Examination visits (see
Opportunities will be available for you to complete these tasks in school during the Spring term. Your
completed reports should be filed in your Individual Development Portfolio by the end of the Spring term. All
schools have pupils with Special Educational Needs and the task is broad enough to cover those found in selective
schools as well as those found in other partner schools.
5.5.1 EPS TASK: SPECIAL EDUCATIONAL NEEDS
When to do this: During the Spring Term: This task will be introduced during the Autumn Term through the
Education and Professional Studies handbook.
“When starting the SEN task I initially believed it to be 'another bit of paper work', however, whilst carrying out the task I soon realised that it was a fantastic task which made me really think about the needs of SEN students, and all students in my classroom”. [Secondary PGCE, 2011-12] “If the task was not set I would have almost certainly not have looked at SEND in so much detail. The task allowed me to ask the right questions of both specialist staff and pupils alike.” [Secondary PGCE, 2014-15]
This Task provides an intensive learning experience about special educational needs and disabilities (SEND) as part
of your wider learning about special educational provision during the PGCE. It requires you to focus on a specific
pupil with SEND over an extended period during the spring term placement. It involves observing others working
with the pupil, conferring with those who know the pupil, consulting the pupil, reading, planning and recording as
well as direct teaching.
“It was useful to focus in upon one SEN need in depth and discover how to personalise the learning for this student. Learning to identify strengths and weaknesses in my own subject was particularly useful, moving on from the generic information supplied in the IEP.” [Secondary PGCE, 2014-15]
Although the focus is an individual pupil, this does not generally mean individual tutoring; you may focus on the
pupil during your whole class teaching or in small group work. The task enables you to build a closer teaching and
learning relationship with one pupil, develop a depth of understanding and some practical knowledge and skills,
and build understanding about personal learning needs. Such pedagogic knowledge is less likely to be learned
from only whole class teaching experience and what you learn about teaching pupils with SEND is strongly
interlinked with what you learn about teaching in general.
Detailed information about carrying out the task and other information and links about SEND can be found on the
EPS ELE page. There are information sheets for you and your school as well as a reporting template. UVTs may
check for this task when examining your IDP on any visit.
“The whole process of seeing how a pupil learns in a very different way to many of their peers was
enlightening, and certainly made me pause for thought when lesson planning”. [Secondary PGCE, 2012-
13]
“It was useful in making me think more about what I could do in my lessons to meet the needs of students with SEN and help them to get the most out of the lesson”. [Secondary PGCE, PE, 2012-13]
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5.5.2 EPS TASK: TEACHING PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE
When to do this: During the Summer Term: This task will be introduced during the Autumn Term though the
Education and Professional Studies handbook
During the PGCE course you will develop your understanding of how to support pupils with English as an
Additional language. EAL input includes lectures, seminars, school-based work activities, optional EAL experiences
and reflection using the “Exeter Model”. The EAL directed study task is a requirement of your school-based work
programme.
The EAL elements of the PGCE course are carefully underpinned by theories of bilingualism and recent research in
the area of second language acquisition. The activities are designed to support you in making clear links between
theory and classroom practice so that you become a confident teacher of learners with EAL.
You can access information about EAL lectures, and a step by step guide to the EAL directed study task in the
Education and Professional Studies section of ELE. For further information about teaching pupils with English as
an Additional Language, including a wealth of video material, please look at www.naldic.org.uk. Examples of last
year’s tasks are also available on ELE.
“The recording method is very visual, quickly enabling me to identify gaps in my knowledge and refer back to prior research. Because it is so visual, I was able to work on it when I had time, without having to spend ages reading what I'd already done.”
“This task was adaptable for the placement school - we only had one EAL learner in school, but the videos and articles available allowed me to fill in the gaps in my knowledge. I now feel very confident working with pupils with EAL”
5.5.3 PST WORK SCRUTINY EXERCISE
Every two weeks PSTs will complete a work scrutiny so that they may assess the impact of the trainee’s teaching
on pupil progress.
Trainees can also use the guidance to complete their own work scrutiny, to help compile their Pupil Learning
Stories and as one of the tools available for their Focused Reflections in the Developing Independence phase.
The detailed guidance and proforma can be found at:
PROFESSIONAL STUDIES PROGRAMME: Spring Term Schools may add topics appropriate to their school context; specifically a session on safeguarding may be appropriate during the November placement.
Sessions run between January and Spring half-term.
INCLUSION: Policies for Meeting Individual Needs [S5, Part 2]
The implications for schools of the Equalities Act 2010 Equality in practice
INCLUSION: Meeting Individual Needs in Practice [S5, Part 2]
The implementation of the SEN Code of Practice in the school Provision for pupils with EAL and for Gifted and Talented pupils Working with teaching assistants and other adults in the classroom
PROFESSIONAL DEVELOPMENT: Employment [S8, Part 2] Job applications and interviews The role of governors in recruitment procedures
THE CHANGING FACE OF EDUCATION Academies, free schools, alliances, chains, federations Role of the Local Authority
Sessions run between Spring half-term and Easter.
SAFEGUARDING AND PASTORAL SYSTEMS [Preamble, S1, S5, S7, S8] SCHOOLS MAY DECIDE TO D0 THIS MUCH EARLIER Note: This session is in addition to the compulsory Safeguarding Requirements listed in the induction checklist and on the QAR
Safeguarding and Child Protection training (Tier 1) to ensure all trainees o understand safeguarding and child protection legislation o have accessed and engaged with the Children’s Safeguarding Board for their
county and the NSPCC website o understand the policies in their school, including: child protection;
safeguarding and whistle-blowing (concerns over members of staff) policies. This will include: the use of social media; personal email contacts; socialising; professional conduct outside school
o understand the role and know the names of safeguarding officers in their school
o understand the role of the Local Authority Designated Officer (LADO) o have an understanding of the signs of child abuse, what to look for and what
to do if they have suspicions about a child that they teach o understand how the DBS service works and the significance of this on future
employment Role of the Tutor and PSHE within your school Tackling truancy Dealing with Bullying (including cyber bullying and all types of homophobic bullying)
Communicating with Parents and Carers and Parental Involvement
BEHAVIOUR AND CLASSROOM MANAGEMENT [S7, Part 2]
Classroom presence School policies Strategies for practical implementation in the classroom
ASSESSMENT FOR LEARNING [S4, S6] Variety of assessment strategies and requirements School policy and its implementation in the classroom
55
PROFESSIONAL STUDIES PROGRAMME: Summer Term Schools may add topics appropriate to their school context Schools may add topics appropriate to their school context
Sessions run between start of Summer Term and half-term.
CURRICULUM: The 14-19 Curriculum [S3, S6]
Liaison and transition from KS4 to post-16 education 14-19 Curricular Issues
CURRICULUM: The Key Stage 3 Curriculum [S3, S6]
Numeracy, Literacy and ICT in the classroom and across the curriculum Teaching and Learning at KS3 Transition from KS2- KS3, and KS3- KS4 CURRICULUM: Across the curriculum [S3, S6]
The school’s PSHE programme Citizenship Education Spiritual Development Thinking Skills
Session to run between Summer half -term and end of placement
EXPECTATIONS AND TARGET SETTING [S6]
Use of statistical data to describe and set targets for individual, subject and school performance Closing the gap Analyse School Performance ASP (previously RAISE online) and the School Development Plan The use of Ofsted’s Comparison Tool to understand the data for your placement school:
Please note: Some criteria may not be applicable to all assignments - your module tutor will inform you of the relevant criteria for each assignment. The table is indicative, a guide rather than a prescriptive mechanical aid to grading.
Masters Education Assessment Criteria These criteria are based on the
University Generic Criteria for Assessment for Masters programmes. Marks 0-39 (Fail)
40-49 (Fail) (may be condonable in some
programmes)
50-59 (Pass)
60-69 (Merit)
70-85 (Distinction)
86-100
Assessment categories
Knowledge of subject
~ very limited knowledge of the topic
~ some knowledge of the topic and awareness of relevant issues, but with notable gaps
~ adequate knowledge of the topic and awareness of relevant issues
~ good knowledge of the topic and sound awareness of relevant issues
~ excellent and comprehensive knowledge of the topic and critical awareness of relevant issues
(Hig
h D
istin
ctio
n) T
his
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ed
s th
e s
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ard
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istin
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n a
cro
ss a
ll sub
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s o
f crite
ria.
Understanding of subject
~ very limited understanding of the topic
~ limited understanding of the topic ~ adequate understanding of the topic
~ a good depth and breadth of understanding of the topic
~ detailed, holistic and insightful understanding of the topic
Critical analysis ~ very limited or no critical analysis ~ limited critical analysis ~ adequate analysis, with some
evidence of critical evaluation ~ sound and consistent critical analysis
~ excellent and complex critical analysis
Argument ~ argument absent, or lacking any clarity and/or logic
~ argument is attempted, but is limited in clarity and/or logic
~ evidence of the development of relevant argument
~ clear development of relevant argument
~ excellent construction of argument with aspects of originality
Use of literature/ sources
~ inadequate range of literature/ sources
~ narrow range of literature/ sources ~ adequate range of sources
~ good range of sources
~ excellent range of sources
~ failure to select and use appropriate examples from relevant sources
~ limited selection and use of appropriate examples from relevant sources
~ satisfactory selection and use of appropriate examples from relevant sources
~ a good selection and use of appropriate examples from relevant sources
~ excellent selective and focussed use of examples from relevant sources
~ no critical engagement with literature
~ little critical engagement with literature
~ some critical engagement with literature
~ critical engagement with literature is evident throughout
~ substantial and insightful critical engagement with literature
Organisation and presentation
~ no evidence of organisation or appropriate structure
~ limited organisation and appropriate structure
~ content is adequately organised and structured
~ content is well-organised and structured
~ excellent organisation and structure
~ very poor style of writing ~ in general, poor academic style of writing
~ an appropriate academic style of writing
~ in general, a good academic style of writing
~ very good academic style of writing
~ conventions for referencing and appendices do not conform to standard requirements
~ limited ability to employ the conventions for referencing and appendices
~ an ability to employ the conventions for referencing and appendices
~ employs the conventions for referencing and appendices with a few minor errors
~ successfully employs the conventions for referencing and appendices throughout
~ use of English is very difficult to follow and/or very poor spelling, punctuation and grammar
~ use of English is difficult to follow and/or spelling, punctuation and grammar unsatisfactory
~ generally clear English used, and spelling, punctuation and grammar generally correct
~ good, clear English used, and spelling, punctuation and grammar generally correct
~ fluent and correct use of English throughout
Professional skills
~ few, if any, links between theory and practice
~ unsatisfactory or insufficient links between theory and practice
~ satisfactory links between theory and practice
~ theory and practice are well integrated
~ theory and practice are very well integrated
~ inability to work flexibly, independently and/or as part of a team
~ ability to work flexibly, independently and/or as part of a team, but with areas of weakness
~ ability to work flexibly, independently and/or as part of a team
~ good ability to work flexibly, independently and/or as part of a team
~ very good ability to work flexibly, independently and/or as part of a team
~ very limited or no reflection evident
~ limited reflection evident ~ some evidence of reflection ~ good evidence of reflection, with some criticality
~ excellent reflection with significant criticality
~ very limited communication skills ~ limited communication skills ~ satisfactory communication skills ~ effective communication skills ~ very effective communication skills
Research skills
~ little or no skill in selected techniques applicable to own research
~ some skill in selected techniques applicable to own research, but with some areas of weakness
~ adequate skills in selected techniques applicable to own research
~ good skills in techniques applicable to own research
~ advanced skills to conduct own research
Understanding of research processes
~ very limited or no understanding of research processes
~ limited understanding of research processes
~ some understanding of how established research processes are used to create and interpret knowledge
~ good understanding of research processes
~ excellent understanding of research processes
Ethics ~very limited or no reflection on ethics evident
~limited reflection on ethics evident ~some evidence of reflection on ethics
~good evidence of reflection on ethical dimensions and complexities
~excellent reflection on and analysis of ethical dimensions and complexities
68
7.6 FAILED ASSIGNMENTS
If a submitted assignment is deemed to be a Fail, you will be given feedback outlining what needs to be done to
bring the assignment to a satisfactory standard and one opportunity for resubmission will be allowed. The revised
mark will be capped at 50%.
You can choose to resubmit a failed assignment ‘in year’ (i.e. before the final Programme Assessment, Progression
and Awarding Committee (APAC) in July). Alternatively, you may opt for your mark to go to the Programme level
APAC with the fail mark. You will then be referred to the College level APAC who will confirm the conditions for
resubmission of the work. You should discuss these options with your tutor. Note: if you choose the second
option, the award of PGCE will be delayed until the next award meeting following any successful resubmission
(normally held in December).
If after submitting a revised assignment, you have still failed to gain an overall pass mark for the module, you will
have been deemed to have failed the PGCE with no further opportunity for resubmission. If, however, you have
passed all other elements of the programme you can leave the programme with QTS only and can gain
employment as a Newly Qualified Teacher (NQT).
All assignments are marked anonymously except where not possible e.g. in the case of presentations
A sample of assignments and all fail and borderline assignments are double-marked.
To ensure fairness and moderation of standards, if the assignment marking sample is only double marked
within the subject team, a small sample is also moderated by staff from another subject.
External Examiners moderate standards of marking and assessment.
7.7 FINAL AWARDS
In summary you may be awarded the following:
o PGCE with Qualified Teacher Status (QTS) on successful completion of all four primary modules. The PGCE
is worth 60 credits at a Masters level (level 7).
o QTS only if you pass the non-credit-bearing Professional Learning Module, but fail one or more of the
Level 7 modules (i.e. Specialist Subject Knowledge and Pedagogy module and/or the Education and
Professional Studies module). This means you can be recommended to the Department for Education for
QTS and are therefore able to teach, but have not gained the academic award of the PGCE.
o PGCert in Professional Studies in Education if you pass both of the Level 7, 30-credit modules but fail the
Teachers’ Standards. The PGCert is worth 60 credits at a Masters level (level 7).
7.8 EXAMINATION OF THE PGCE PROGRAMME: MODERATION OF SCHOOL-BASED WORK
To ensure fairness and moderation of standards, school-based work is subject to moderation by UVTs who work
across a range of schools. ITE Coordinators in schools have a moderation role across the subjects within a school
where trainees are from a range of specialist subjects.
7.9 EXTERNAL EXAMINATION OF THE SECONDARY PGCE PROGRAMME
The External Examination process examines the PGCE course and makes recommendations for future
developments. External Examiners also provide useful moderation of the judgements made about trainees and so
usually visit a selection of highly successful trainees and those trainees at risk of failing, but they do not overrule
pass/fail decisions.
A full list of PGCE external examiners can be found at:-
8: TRAINEE SERVICES, SUPPORT AND WELFARE To access most of the services below, your initial contact should be through the Student Information Desk (SID) http://www.exeter.ac.uk/students/services/sid/ 0300 555 0444. There is a Student Information Desk within Info at St Luke’s on the ground floor of South Cloisters at St Luke’s Campus and in the Forum at Streatham Campus. SID services are available Monday-Friday from 0800 to 2200 and Saturday-Sunday 1000-1500 during term time and Monday-Friday 0830 to 1800 during vacation periods.
ACCOMMODATION For Exeter-based accommodation, please see Studentpad http://www.exeter.ac.uk/accommodation/privatehousing/studentpad/ For accommodation during school-based work, the Partnership Office holds an online list of rental accommodation (which is not inspected or checked by the University) at http://vle.exeter.ac.uk/mod/url/view.php?id=110012
CAMPUS MAPS St Luke’s http://www.exeter.ac.uk/visit/directions/stlukesmap/ Streatham http://www.exeter.ac.uk/visit/directions/streathammap/
EQUAL OPPORTUNITIES
The Graduate School of Education and the University of Exeter as a whole are committed to a policy of equality of opportunity and aim to provide a working and learning environment which is free from unfair discrimination and will enable staff and students to fulfil their personal potential. http://www.exeter.ac.uk/staff/equality/. The Graduate School of Education Equal Opportunities statement can also be found at http://socialsciences.exeter.ac.uk/education/support/equalopportunities/
DIGNITY AND RESPECT
The University of Exeter’s Dignity and Respect Policy statement can be found at http://www.exeter.ac.uk/staff/equality/dignity/policy/ Dignity and Respect Advisors are a network of members of staff from across the University who have volunteered and are trained to undertake the role. They provide a confidential and informal service for anyone involved in cases of harassment or bullying. They can listen, talk through available options and signpost to other sources of support and advice. Contact through SID
RACE EQUALTY
Race Equality Resource Officer, Ruth Flanagan: 01392 724871 [email protected] The RERO is available to work closely with students from ethnic minorities. She is not part of the student assessment process and offers: - a safe, confidential and non-judgmental place to discuss issues and concerns - practical support to manage issues such as housing and finance - referral to appropriate agencies for specialist advice, information and support. Further resources and contacts are at http://www.exeter.ac.uk/staff/equality/resources/
http://www.exeterguild.org/. 01392 723528 The Students’ Guild is the University’s Student Union. It is a non-profit making organisation that provides representation, support, social activities and trading services for all students.
G47 in South Cloisters is the Students’ Guild facility at St Luke’s
Campus
Sabbatical Officers for the current year are announced at http://www.exeterguild.org Please see http://www.exeterguild.org/advice/ for up-to-date times for visiting the Advice Unit at either the Forum at Streatham, at St Luke’s Campus or Penryn Campus.
The GUILD WELFARE AND OPPORTUNITIES OFFICER can be contacted through SID or at 01392 723562
Please see www.as.exeter.ac.uk/support/international/ to see details about drop-in appointments during term-
time but we suggest that you book an appointment through SID
IT SUPPORT
IT support is available from 8am to 8pm in term time – either online or on the phone, or by visiting the desks on campus. SID online, which includes all IT support, is available 24/7.
LIBRARY & CULTURE SERVICES
http://as.exeter.ac.uk/library Library & Culture Services is a single institutional service, with primarily digital content and services which can be accessed at anytime, anywhere. Haighton Building at St Luke’s Campus contains the principal Education and Sports Science holdings of
approximately 120,000 books and subscribes to over 400 journal titles. Journals are available in print and/or
electronically depending on the title. Whether you are able to come to campus or need to request electronic
documents please see http://as.exeter.ac.uk/library/usingthelibrary/ You will need your log-in details to use the
Library Registration: Your Unicard functions as your library card and is required to enter and exit buildings, and to
borrow items. It is not transferable. Library users are asked to check their email daily. Please ensure that you keep
the Library informed of your current postal and email addresses.
MEDICAL SERVICES
The Student Health Centre for St Luke’s students is based at The Heavitree Practice, Heavitree Health Centre, South Lawn Terrace, Heavitree, Exeter, EX1 2RX, 08444 773 486 or 01392 222099 (press 1) www.theheavitreepractice.co.uk Urgent out-of-hours problems should be directed to the Devon Doctors on Call Answering Service on 0845 6710 270 or 01392 824600 www.devondoctors.co.uk/ For full Student Heath Centre information see www.exeterstudenthealthcentre.co.uk/
The Chaplaincy is a team of people from different faiths working together to serve the whole University community of students and staff www.exeter.ac.uk/chaplaincy. Chaplains are available to discuss any matters in confidence. The St Luke’s Assistant Chaplain (Anglican) is the Rev’d Hannah Alderson and her office is at St Luke’s Chapel. Please see http://www.exeter.ac.uk/chaplaincy/ourchaplains/
PRINT SERVICES
Print Services are based at Streatham Campus in Northcote House. Please see https://as.exeter.ac.uk/it/printing/studentprint/
STUDY AREAS AT ST LUKE’S CAMPUS
The study area at Haighton Building is open 24/7 and is accessed by your Unicard. The Giraffe House study space
in South Cloisters is open 7 days a week from 0800 to 2130 and is accessed by your Unicard. There are 120
student study spaces, 37 PCs and print/copy/scan facilities, a quiet study area and lots of power sockets for your
own devices. Three group study rooms are bookable in advance through iExeter.
STUDY SKILLS SUPPORT: STUDENT ENGAGEMENT AND SKILLS HUB
The University Wellbeing Services team is made up of counsellors and mental health practitioners who are all highlight skilled and experienced. The service is confidential. http://www.exeter.ac.uk/wellbeing/contact/makeanappointment/ All students must book into a telephone referral appointment with a clinical practitioner before accessing any of the services or therapies available within Wellbeing. To book an appointment, please see the options available at the link above which include using SID or you can also call the Wellbeing Centre on 01392 724381.
Wellbeing provide a ‘walk in’ service at St Luke’s available by asking in Info at St Luke’s or by using the email address above.
DISABILITY SUPPORT (SPECIFIC LEARNING DIFFICULTIES, PHYSICAL DISABILITIES/HEALTH CONDITIONS) AND WELLBEING SERVICES If you declared a disability, specific learning difficulty or mental health difficulties on your UCAS application form,
the University’s AccessAbility team will have contacted you before the start of your course to ask you to complete
a prospective student questionnaire. If you didn’t declare any disability, specific learning difficulty or mental health
difficulties on your application form but feel that you might benefit from support from the AccessAbility team or
Wellbeing Services during your studies, you can contact them at any time during the year.
Alongside the support provided by AccessAbility/Wellbeing Services, every PGCE trainee is assessed, as part of the
admissions process, to ensure that they are fit to teach. This assessment is done by a company external to the
University, currently Exeter Occupational Health Service, part of Royal Devon and Exeter NHS Foundation Trust. In
certain circumstances adjustments can be applied to school placements for PGCE trainees where the Exeter
Occupational Health Service recommends that the trainee is only fit to teach if this adjustment is made. The
Partnership Office manage the reasonable adjustment process and work with the schools to provide any such
recommended adjustments, as far as they are possible and ‘reasonable’.
The Partnership Office will also seek permission, if you have declared a disability/specific learning difficulty/mental
health difficulties on your application (or during the year), to disclose your declaration to your placement schools,
UVT, personal tutor and subject leader. You have the right not to give your permission but we encourage trainees
to do so as it enables school and university staff to provide appropriate support.
76
9. CAREERS AND EMPLOYABILITY
9.1 EMPLOYABILITY
Professional development training is interwoven throughout the PGCE course. Taking time to reflect on your
practical experiences in the classroom is encouraged. Further careers skills training, such as application form
writing or interview skills can be accessed through the Career Zone http://www.exeter.ac.uk/careers/
The College of Social Sciences and International Studies Employability team usually hold a small “teacher
recruitment fair” and details will be emailed to you. This is your opportunity to speak to agencies and other
recruiters. It’s quite useful to go prepared with cards made up with your name and contact details to pass to the
recruiters as the event gets very busy! We also organise occasional one-off talks for special guests such as
international schools.
Job adverts and other useful information is posted in the Careers section of the PGCE Primary and Secondary Core
Documents page on the e-learning environment (ELE). We also tweet job vacancies via: #exeterpartner
9.2 APPLYING FOR A TEACHING JOB
You should start to look for your first teaching post early in December, especially if you wish to remain in the
South West since jobs in this region turn over more slowly than in other areas of the country. Recruitment
websites and The Times Educational Supplement are good sources of job opportunities.
If you don’t already know the school, do your homework about it and the area it is in. Read the job specification
carefully and look at the school’s website. You should write your personal statement/letter of application to match
as closely as possible the requirements of the school and subject department. Be positive, but honest – it is no
good claiming that you have interests or skills that the school may appear to be looking for if you can’t deliver
these effectively at interview or when you are in post. You may feel that you have had relatively little classroom
experience when you apply. Don’t worry about this. Your tutor will make the position clear in the reference that
they write for you and schools are good at seeing potential in applicants. None of the trainees applying for the job
will be a ‘finished product’.
Your University tutor will discuss job applications with you, but staff in schools are in the best position to give you
advice and support about the process.
As soon as you start applying for jobs, make sure that your University Visiting Tutor has up-to-date information on
which to base your reference. Normally you will be asked for two referees. Include the Head Teacher of your
current placement school as one referee (check that this is the expectation of the school – it usually is) and
give the name of your University Tutor as the other referee.
It is good professional practice to keep referees informed of your job applications as references are often
requested at extremely short notice.
Please note that the correct address to give for University contact for a reference is:
<name of tutor> Graduate School of Education Reference Request Info at St Luke’s University of Exeter Heavitree Road Exeter EX1 2LU Or by email using [email protected]
To Request Leave of Absence go to the Primary & Secondary Core Documents page on ELE
http://vle.exeter.ac.uk/course/view.php?id=2516 and download the ‘Request for a leave of absence’ form.
The form must be completed to request intended absence (excluding interviews) and must be sent to
[email protected] in time for a decision to be made. Where the form is submitted via email to request
absence from school-based work, please ensure that it contains the ITE Coordinator’s signature or is from the ITE
Coordinator’s email address, which will be accepted in lieu of signature.
Leave of absence from the final seminar day is only granted if your employing school requires you for a ‘transition’ day. A letter/email from your new school requesting this must be attached to your leave of absence request form.
10.3 EARLY TEACHING CONTRACTS AND NQT INDUCTION:
As a general rule no absence can be sanctioned in the final week(s) of the summer term as you must be available for
moderation and examination visits if necessary. Requests to begin teaching posts before the PGCE term ends will be
refused as it is a requirement of the National College for Teaching and Leadership (NCTL) that you are provided with
120 days of training in school and your commitment to your PGCE training is a priority. It is a contractual obligation to
remain a student until the last day of the course for trainees in receipt of a training bursary (unless you interrupt your
studies or withdraw from the programme during the year).
School Direct@Exeter trainees may be asked /make alternative arrangements with their schools to stay beyond the
end of the PGCE course. This is a matter for the school and their trainees to negotiate and agree together. The school
should note that after university registration has ended, the school is responsible for DBS, insurance and all other such
matters.
10.4 UNANTICIPATED ABSENCE:
Where last minute absence is unavoidable (eg. if you are unwell) it is your responsibility to ensure that relevant
parties are informed. It is an expectation that teachers communicate their absence to their school well before the
start of the school day; it is our expectation that you will do likewise for any absence from University work.
For University-based work, send a message by phone or email to your University Personal Tutor AND inform Info
If you are granted an interruption the College level Assessment, Progression and Awarding Committee (at the end
of the term in which you interrupt) confirms the conditions under which you can return. We will keep a place
open on the course for you for a maximum of two years as detailed:
A letter is sent to you confirming that we will provisionally plan for you to return in the following year to
the same placement pattern you left, eg: if you interrupt in the autumn term you will return in the
following autumn for 3 terms, if you interrupt in the spring you will return in the following spring for 2
terms and if you interrupt in the summer term you will return in the following summer term for 1 term.
The Partnership Office will contact you again in July (for those who have interrupted in the autumn or
spring term) or December (for those who have interrupted in the summer term) giving you the details of
the placement(s) allocated to you and asking you to confirm you return to the course.
If you are not sure whether you will be able to return, a further deadline will be given, after which it
won’t be possible to return that year. The offer of returning in the second year will still be available.
o Important - a penalty fee of £300 may be incurred if you confirm your return and subsequently decline a
placement that has been arranged for you
o You will be required to undergo another fitness to teach assessment on your return, and apply for
another Disclosure and Barring Service (DBS) Disclosure Certificate.
10.11 FITNESS TO PRACTISE
The University recognises that in conferring appropriate academic qualifications, where these lead to a
professional qualification, admission to a professional body, and/or statutory registration, it must be satisfied that
the trainee will be a safe and suitable entrant to the given profession. For teaching, Fitness to Practise refers to
your physical and mental health and to your professional behaviour. University of Exeter Fitness to Practise
Procedures, www.exeter.ac.uk/students/administration/complaintsandappeals/fitnesstopractice/ govern this area.
If you feel you need further information or are in any doubt about your own position, please refer to the
procedures and arrange a meeting with the Secondary Programme Director.
Trainee Medical Fitness to Teach and DBS Responsibilities
Your Disclosure and Barring Service (DBS) Disclosure Certificate and Medical Fitness to Teach are checked as part of the formal process of admission and remain important during your PGCE. You have a responsibility to inform of us of any change in your medical well-being or of any incidents which might alter the standing of your Disclosure Certificate.
All trainees who interrupt their training or who are offered an additional school-based work placement
will be required to undergo a Medical Fitness to Teach assessment and another DBS check before
returning to the programme.
Declared Mental Health, Specific Learning and/or Physical Difficulties
Trainees who have a declared mental health, specific learning or physical difficulty and require additional
support whilst studying should refer to the Support and Welfare Contacts section of this handbook for
details. We strongly encourage you to make the appropriate contacts so that you can receive appropriate
support.
For trainees who have significant health issues that prevent them from fully engaging on the course the
University may refer them back to Occupational Health for assessment under Fitness to Teach as per the
The standards, values and behaviours described in the preamble and in Part Two are not developmental and thus need to be
demonstrated from the start of course and throughout your career. We will ask you to reflect on them at various points
throughout your training and you should be aware that failure to demonstrate those standards detailed in Part Two is likely to
lead to your removal from the course (following due process detailed in the University Fitness to Practice procedures),
prevention of your working with children and young people and possibly legal action.
PREAMBLE: There are certain professional values and behaviours that you must demonstrate throughout your career including your training. You must make the education of your pupils your first concern and are accountable for achieving the highest possible standards in work and conduct. You must act with honesty and integrity. You must have strong subject knowledge, keep your knowledge and skills as a teacher up to date and be self-critical. You must forge positive professional relationships and work with parents in the best interests of your pupils.
PART TWO: STANDARDS FOR PROFESSIONAL AND PERSONAL CONDUCT (taken directly from the Teachers’ Standards)
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school.
They do this by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions o showing tolerance of and respect for the rights of others o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual
respect, and tolerance of those with different faiths and beliefs o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to
break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality.
Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities.
ANTICIPATING PRACTICE In the Anticipating Practice phase you should demonstrate the expectations of the preamble and Part Two standards.
You are effective in building good professional relationships with various colleagues and demonstrate the skills required to work collaboratively (S8). You review and reflect on your planning and (peer) teaching, including its impact on learners, to prepare future activities and tasks (S4). You show awareness of how children and young people develop and the significance of social, religious, ethnic, cultural, linguistic influences and disposition on development (S1, S5, S3). You demonstrate very high standards of literacy, articulacy and the correct use of standard English (S3). You are critically aware of the need to extend and update your subject and pedagogical knowledge and know how to employ appropriate professional development strategies to do so (S3).
Opportunities for demonstrating other Teachers’ Standards (particularly those involving classroom practice) in the Anticipating Practice phase may be limited, but might be evidenced through peer teaching or directed study tasks (S3, S4, S6, S7).
BEGINNING PRACTICE In the Beginning Practice phase you should continue to demonstrate the expectations of the Anticipating Practice phase, the preamble and Part Two standards.
You consistently demonstrate professional behaviour, respect for pupils and colleagues and support for the ethos of the school and you demonstrate enthusiasm for working with children and young people and for teaching and learning (S1). You work well collaboratively with school staff, through shared planning and teaching of episodes. You are proactive in relation to your own professional learning and both value and use the feedback you receive from more experienced colleagues. In reflecting on and evaluating your teaching episodes and agendas you identify subsequent or ongoing personal professional development targets and identify opportunities to address and meet these targets, using your IDP effectively to evidence this. You are proactive in identifying opportunities to contribute to the wider life and ethos of the school (S8).
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You demonstrate well developed subject knowledge in teaching episodes, and appropriate choices of activities and tasks to foster and maintain interest, deepen learners’ knowledge and address misconceptions, with support from the class teacher (S3). You can explain how effective teaching strategies are informed by an understanding of how pupils learn and offer a rationale for the choices you make (S2). You are astutely aware of your own development needs in relation to extending and updating your subject, curriculum and pedagogical knowledge and are being proactive in doing so (S3). You plan and teach episodes which maintain pace and respond flexibly to what is happening in the classroom in order to arouse the children’s intellectual curiosity (S4), structure teaching episodes which build on prior knowledge, select resources and encourage pupils to participate and contribute in an atmosphere conducive to learning (S2, S1) .
If you are taking a primary teaching route you will demonstrate a developing understanding of appropriate strategies for the teaching of early reading and early maths including systematic synthetic phonics (S3).
CONSOLIDATING PRACTICE In the Consolidating Practice phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and Part Two standards.
You work collaboratively with school staff, through shared planning and teaching (S1). You deliberately seek out opportunities to develop your professional learning and respond positively to all the feedback you receive You are proactive in seeking out opportunities to contribute to the wider life and ethos of the school through attendance at departmental and school meetings, through the teaching of PSHE and/or pastoral care of a class or tutor group and in other appropriate and significant ways (S8).
You have high expectations and use an increasing range of strategies for teaching, learning and behaviour management in order to create an environment that is supportive of learning (S7).You manage behaviour effectively so that learners demonstrate positive attitudes towards you, their learning and each other and you exercise appropriate authority and act decisively, seeking additional support when necessary (S7). You use a range of formative and summative assessment strategies and deploy these effectively in lessons to monitor progress and to inform future planning (S6). You have a secure understanding of the statutory assessment requirements for the subject / curriculum in the age phases you are preparing to teach and are able to assess pupils’ attainment accurately against national benchmarks (S6). You have well developed knowledge and understanding of your subject/curriculum areas across the ability and age ranges available and use this effectively to maintain and develop pupils’ interest (S3). You have met with the SENCO and know how vulnerable students are identified and referred to colleagues for specialist support. You communicate with and direct any support staff deployed in your lessons, to assist in supporting the progress and achievement of individuals and of groups of pupils. You take responsibility for seeking information and advice from specialist staff about individual pupils with specific needs (S8). You model good standards of written and spoken communication in all professional activities and encourage and support learners to develop these skills in your lessons (S3). You plan and teach engaging lessons and (increasingly) sequences of lessons using a range of teaching strategies and resources (S4), taking into account awareness of learners’ capabilities and prior knowledge (S2). You show secure subject/curriculum knowledge and high expectations in planning for progression and setting goals that stretch and challenge all pupils (S1).
You seek opportunities to address and take account of diversity in your planning and promote equality and inclusion in lessons where opportunities arise. You know when and how to differentiate appropriately and have a range of effective strategies that you can apply to reduce barriers and respond to the strengths and needs of pupils of all abilities (S5). You reflect systematically and critically on the impact and effectiveness of lessons and approaches to teaching and use this to inform planning (S4). Your teaching will develop pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); you use an appropriate balance of individual, pair, group and whole class work (S4), and plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You regularly design and provide opportunities for learners to reflect on their learning and progress (S2). You establish a clear framework for classroom behaviour and promote good and courteous behaviour throughout the school in accordance with the school’s policy, creating an environment that is supportive of learning (S7). You communicate very effectively with parents regarding pupils’ achievements and well-being (S8).
DEVELOPING INDEPENDENCE In the Developing Independence phase trainees should continue to demonstrate the expectations of the previous phases, the preamble and the Part Two standards. Achievement of this phase means achievement of the Standards for the Award of QTS.
You establish and maintain a safe and stimulating environment for pupils, rooted in high levels of mutual respect. You constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning (S1). You work collaboratively with school staff, sharing planning and teaching as appropriate, drawing on and responding to advice, feedback and specialist support from them; and you develop a rapport with a range of individuals and groups (S1). You are pro-active in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school (S8). You demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils and are very effective in promoting their
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resilience, confidence and independence (S1). You communicate very effectively with parents regarding pupils’ achievements and well-being (S8).
You make good use of your secure curriculum and pedagogical subject knowledge to deepen learners’ knowledge and understanding, addressing common errors and misconceptions effectively in your teaching (S3). You have an in-depth knowledge of all relevant curricula, frameworks and initiatives and use this to stimulate and capture pupils’ interest (S3). You show a willingness to try out a range of approaches to teaching and learning which take account of individual needs, activities and resources to meet differentiated learning outcomes (S4). You regard yourself as responsible for pupils’ attainment, progress and outcomes (S2). You have an astute understanding of how a range of factors can inhibit pupils’ ability to learn and how to overcome these; and demonstrate this by personalising learning, using and evaluating distinctive teaching approaches to engage and support the strengths and needs of all pupils including those of high ability, with special needs or EAL (S5). You show good understanding of the challenges and opportunities of teaching in and for a diverse society (S5).
You maintain accurate records of pupil progress, using them, and other data, to inform planning, to evaluate the effectiveness and impact of your teaching, to monitor progress of those you teach and to raise levels of attainment (S6). You are familiar with the summative assessment demands of the relevant curriculum and/or examination syllabuses and are able to assess pupils’ attainment accurately against national benchmarks (S6) and you set high expectations which inspire, motivate and challenge pupils (S1).
In the classroom, you work within the school’s framework for behaviour management, with appropriate use of praise, sanctions and rewards and apply rules and routines consistently and fairly (S7). Your teaching encourages high quality interactions that build on prior knowledge (S2) and you plan effective teaching and learning activities which create opportunities for independent and autonomous learning and you support pupils in reflecting on their learning and identifying their progress and emerging learning needs (S2). Your teaching develops pupils’ conceptual understanding through appropriate explanations, questioning and discussion (S3); and you plan lessons that use well chosen, imaginative and creative strategies (S4). You plan for and set homework and other out of class activities to consolidate and extend pupils’ knowledge and understanding where appropriate (S4). You work constructively as a team member and deploy support staff effectively (S8). You make accurate and effective use of assessment and give pupils regular feedback, both orally and through accurate marking, and you encourage pupils to respond to that feedback (S6). You systematically and effectively check learners’ understanding throughout lessons anticipating where intervention may be needed (S6).
If teaching early reading and/or early maths you demonstrate a secure knowledge and understanding of appropriate strategies including systematic synthetic phonics (S3).
ENRICHMENT AND EXTENSION In the Enrichment and Extension phase there will be evidence that you are both consolidating and moving beyond the threshold of the Teachers’ Standards for the Award of QTS and increasingly striving for more of the characteristics of outstanding teachers.
You demonstrate the highest possible standards professional values and behaviour and independently identify priorities for professional development and a willingness to be creative and innovative. You show a commitment to broadening and deepening professional knowledge and understanding through enquiry, independent reading, research and scholarship. You demonstrate full engagement with identifying and developing aspects of professional practice which would benefit from further attention and you critically evaluate and reflect on professional practice with reference to professional or academic education literature and/or theoretical frameworks.
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12.2 TEACHERS’ STANDARDS
PREAMBLE Teachers make the education of their pupils their first concern, and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up-to-date and are self-critical; forge positive professional relationships; and work with parents in the best interests of their pupils. PART ONE: TEACHING : A teacher must:
1. Set high expectations which inspire, motivate and challenge pupils • establish a safe and stimulating environment for pupils, rooted in mutual respect • set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions • demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils. 2. Promote good progress and outcomes by pupils • be accountable for pupils’ attainment, progress and outcomes • be aware of pupils’ capabilities and their prior knowledge, and plan teaching to build on these • guide pupils to reflect on the progress they have made and their emerging needs • demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching • encourage pupils to take a responsible and conscientious attitude to their own work and study. 3. Demonstrate good subject and curriculum knowledge • have a secure knowledge of the relevant subject(s) and curriculum areas, foster and maintain pupils’ interest in the
subject, and address misunderstandings • demonstrate a critical understanding of developments in the subject and curriculum areas, and promote the value of
scholarship • demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the
correct use of standard English, whatever the teacher’s specialist subject • if teaching early reading, demonstrate a clear understanding of systematic synthetic phonics • if teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies. 4. Plan and teach well-structured lessons • impart knowledge and develop understanding through effective use of lesson time • promote a love of learning and children’s intellectual curiosity • set homework and plan other out-of-class activities to consolidate and extend the knowledge and understanding pupils have acquired • reflect systematically on the effectiveness of lessons and approaches to teaching • contribute to the design and provision of an engaging curriculum within the relevant subject area(s).
5.Adapt teaching to respond to the strengths and needs of all pupils • know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively • have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these • demonstrate an awareness of the physical, social and intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development • have a clear understanding of the needs of all pupils, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment • know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements • make use of formative and summative assessment to secure pupils’ progress • use relevant data to monitor progress, set targets, and plan subsequent lessons • give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 7. Manage behaviour effectively to ensure a good and safe learning environment • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous
behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise,
sanctions and rewards consistently and fairly • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.
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8. Fulfil wider professional responsibilities • make a positive contribution to the wider life and ethos of the school • develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist
support • deploy support staff effectively • take responsibility for improving teaching through appropriate professional development, responding to advice and
feedback from colleagues communicate effectively with parents with regard to pupils’ achievements and well-being
PART TWO: PERSONAL AND PROFESSIONAL CONDUCT A teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behaviour and attitudes which set the required standard for conduct throughout a teacher’s career.
Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside School.
They do this by:
o treating pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher’s professional position
o having regard for the need to safeguard pupils’ well-being, in accordance with statutory provisions showing tolerance of and respect for the rights of others
o not undermining fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs
o ensuring that personal beliefs are not expressed in ways which exploit pupils’ vulnerability or might lead them to break the law.
Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities. Further information about these standards can be found at https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf and at www.exeter.ac.uk/education/partnership/teachersstandards